Professional Documents
Culture Documents
Examination Syllabus
COMMERCIAL
GEOGRAPHY
CLASS XII
September 2008
Last Revised July 2009
COMMERCIAL
GEOGRAPHY
CLASSES XII
Preface 5
4. Scheme of Assessment 34
AKU-EB was founded in August 2003 with the same aim of improving the quality of
education nationwide. As befits an examination board it seeks to reinforce the National
Curriculum revision through the development of appropriate examinations for the Secondary
School Certificate (SSC) and Higher Secondary School Certificate (HSSC) based on the
latest National Curriculum and subject syllabus guidance.
AKU-EB has a mandate by Ordinance CXIV of 2002 to offer such examination services to
English and Urdu medium candidates for SSC and HSSC from private schools anywhere in
Pakistan or abroad, and from government schools with the relevant permissions. It has been
accorded this mandate to introduce a choice of examination and associated educational
approach for schools, thus fulfilling a key objective of the National Curriculum of Pakistan:
“Autonomy will be given to the Examination Boards and Research and Development cells
will be established in each Board to improve the system” (ibid. para. 6.5.3 (ii)).
AKU-EB is committed to creating continuity of educational experience and the best possible
opportunities for its students. In consequence it offered HSSC for the first time in September,
2007 to coincide with the arrival of its first SSC students in college or higher secondary
school. Needless to say this is not an exclusive offer. Private candidates and students joining
AKU-EB affiliated schools and colleges for HSSC Part 1 are eligible to register as AKU-EB
candidates even though they have not hitherto been associated with AKU-EB.
• It is in large part a reproduction, with some elaboration, of the Class XI and XII
National Curriculum of the subject.
• The syllabus recommends a range of suitable textbooks already in print for student
purchase and additional texts for the school library.
To achieve this end AKU-EB has brought together university academicians, teacher trainers,
writers of learning materials and above all, experienced teachers, in regular workshops and
subject panel meetings.
AKU-EB provides copies of the examination syllabus to subject teachers in affiliated schools
to help them in planning their teaching. It is the syllabus, not the prescribed textbook which is
the basis of AKU-EB examinations. In addition, the AKU-EB examination syllabus can be
used to identify the training needs of subject teachers and to develop learning support
materials for students. Involving classroom teachers in these activities is an important part of
the AKU-EB strategy for improving the quality of learning in schools.
The Curriculum Wing of the Federal Ministry of Education has recently released new subject
specifications and schemes of study to take effect in September, 2008. These documents are a
major step forward towards a standards-related curriculum and have been welcomed by
AKU-EB. Our current HSSC syllabuses have been revised to ensure conformity with the new
National Curriculum 2006.
We stand committed to all students who have embarked upon the HSSC courses in
facilitating their learning outcomes. Our examination syllabus document ensures all possible
support.
Objectives
Specific Objectives
• To note, shift and change from primitive activities, and to understand the different
stages of agricultural development.
1
Government of Pakistan (2002), National Curriculum; Commercial Geography Class XII, Islamabad,
Ministry of Education (Curriculum Wing)
2.1.1 In 2007, the Curriculum Wing of the Federal Ministry of Education (MoE)
issued a revised part-wise Scheme of Studies. All subjects are to be taught and
examined in both classes XI and XII. It is therefore important for teachers,
students, parents and other stakeholders to know:
(a) that the AKU-EB Scheme of Studies for its HSSC examination
(Annex) derives directly from the 2007 Ministry of Education Scheme
of Studies;
(b) which topics will be examined in Class XI and in Class XII;
(c) at which cognitive level or levels (Knowledge, Understanding,
Application and other higher order skills) the topics and sub-topics will
be taught and examined;
2.1.2 This AKU-EB examination syllabus addresses these concerns. Without such
guidance teachers and students have little option other than following a single
textbook to prepare for an external examination. The result is a culture of rote
memorization as the preferred method of examination preparation. The
pedagogically desirable objectives of the National Curriculum which
encourage “observation, creativity and other higher order thinking [skills]” are
generally ignored. AKU-EB recommends that teachers and students use
multiple teaching-learning resources for achieving the specific objectives of
the National Curriculum reproduced in the AKU-EB examination syllabuses.
2.1.3 The AKU-EB examination syllabuses use a uniform layout for all subjects to
make them easier for teachers to follow. Blank sheets are provided in each
syllabus for writing notes on potential lesson plans. It is expected that this
arrangement will also be found helpful by teachers in developing classroom
assessments as well as by question setters preparing material for the AKU-EB
external examinations. The AKU-EB aims to enhance the quality of education
through improved classroom practices and improved examinations.
2.1.4 The Student Learning Outcomes (SLOs) in Section 3 start with command
words such as list, describe, relate, explain, etc. The purpose of the command
words is to direct the attention of teachers and students to specific tasks that
candidates following the AKU-EB examination syllabuses are expected to
undertake in the course of their subject studies. The examination questions
will be framed using the same command words or the connotation of the
command words to elicit evidence of these competencies in candidates’
responses. The definitions of command words used in this syllabus are given
in Section 7. It is hoped that teachers will find these definitions useful in
planning their lessons and classroom assessments.
• understand, explore and evaluate the environmental and social dimensions of the
world in a better manner.
• explore the relationship between people and their environment, which includes
studies of physical and human environment and their interactions at different
scales; local, regional, and global.
• enable, recognize and understand the processes and patterns of the spatial
arrangement of human features and natural phenomena.
• be familiar with the terms, key concepts and basic principles of geography.
• to become a responsible and effective member of the local and global community.
Cognitive Level2
Topic Student Learning Outcomes
K U A
1. Scope and Field of Candidates should be able to:
Commercial Geography
1.2 Scope, purpose and 1.2.1 make a relation among commercial, economic and commercial geography *
importance of the of commerce, economics and commercial geography;
study of commercial 1.2.2 explain the scope of study of commercial geography; *
geography 1.2.3 describe the value of study of commercial geography, i.e. educational and *
practical value;
1.3 Muslim contributions 1.3.1 explain the contribution of Muslim geographers in field of commercial *
in field of commercial geography, i.e. Ibn-e-Batuta, Al-Beruni.
geography
2
K = Knowledge, U = Understanding, A= Application (for explanation see Section 8: Definition of command words used in Student Learning Outcomes and in Examination
Questions).
2.2 Influences and effects of 2.2.1 describe the effect of environment and geographical conditions on *
environment on human commercial activities;
activities 2.2.2 analyze the influences of geographical conditions on the commercial *
activities of a country;
2.2.3 analyze the influence of lakes and rivers, climate and weather, soil, natural *
vegetation, geographical location and physical form (area), coastal
environment, minerals, social and cultural environment on human
economical activities.
2.3 Classification of 2.3.1 describe classification of economic activities and non-economic activities; *
economic activities 2.3.2 explain primary, secondary and tertiary activities and their further on *
classification;
2.3.3 describe factors of economic activities i.e. climate, natural resources, *
topography, location, soil, coastal areas;
2.3.4 differentiate between primary and secondary economic activities; *
3.3 Cattling (animal’s 3.3.1 define cattling, animal husbandry and farming; *
husbandry/ herding/ 3.3.2 explain the role of cattling or animal farming in human life; *
farming) 3.3.3 identify the main grounds of the cattle farming in the world; *
3.4 Cattling in Pakistan 3.4.1 locate the main regions of cattle farming in the map of Pakistan; *
3.4.2 explain the importance of cattle farming in the economy of Pakistan; *
3.4.3 explain the reasons of backwardness of cattle farming in Pakistan; *
3.4.4 Suggest ways to improve cattle farming in Pakistan. *
4.3 Forests in Pakistan 4.3.1 identify the different kinds of forests of Pakistan; *
4.3.2 point out the main forest regions on the map of Pakistan; *
4.3.3 explain the importance of forests in the economy of Pakistan (productive *
and proactive);
4.3.4 describe the reasons of low forest growth rate in Pakistan; *
4.3.5 suggest ways to raise the forest growth rate; *
4.3.6 analyze role of forest in economic development of a country; *
5.1 Defining agriculture and 5.1.1 define agricultural activities and its origin; *
its scope and importance 5.1.2 explain its scope and importance in human civilization; *
5.1.3 explain and highlight different methods and modes of agriculture in the *
world;
5.2 Farming 5.2.1 explain farming and its kinds i.e. mechanized farming, truck farming, *
plantation farming, shift farming, mixed farming, intensive subsistence
cultivation, commercial farming, dairy farming.
5.2.2 explain economical and commercial importance of farming; *
5.4 Methods of cultivating, 5.4.1 explain the methods of cultivating wheat, rice, maize, sugarcane, cotton, *
feasible conditions, tea coffee, rubber and tobacco;
major areas and 5.4.2 explain the feasible conditions for cultivating wheat, rice, maize, *
importance of cultivation sugarcane, cotton, tea, coffee, rubber and tobacco;
of different crops in the 5.4.3 locate the major growing regions of cultivating wheat, rice, maize, *
world. sugarcane, cotton, tea, coffee, rubber and tobacco in the world and
Pakistan;
5.4.4 explain the economical and commercial importance of food crops and *
cash crops in the development of a country.
6.1 Defining water resources 6.1.1 define the term ‘water resources’; *
its importance and 6.1.2 describe the importance of water resources and its utilization; *
utilization 6.1.3 explain the importance of water resources in a commercial activity; *
7.3 Major energy resources 7.3.1 describe the sources of power generation in Pakistan; *
7.3.2 analyze causes of shortage of power resources and its effects on *
economy.
8. Manufacturing and Candidates should be able to:
Industries
8.1 Manufacturing industries, 8.1.1 define manufacturing industries and its evolution; *
its importance and 8.1.2 describe the importance of manufacturing industries; *
classification 8.1.3 explain the classification of manufacturing industries; *
8.1.4 point out the industrial zones globally and explain its features; *
8.1.5 elaborate the factors of establishing or localization of an industry i.e. *
geographical, economical and socio-political factors;
8.1.6 explain the silent features of Pakistan’s industrial sector; *
8.1.7 explain the reasons of backwardness of industries of Pakistan; *
8.2 Iron and steel industry 8.2.1 define iron steel industry; *
8.2.2 explain and elaborate the procedure of making iron and steel; *
8.2.3 list major production regions of iron and steel industry in the world; *
8.2.4 describe its importance in the economy of a country; *
8.2.5 elaborate the factors of establishing or localization of iron and steel *
industry i.e. geographical, economical and socio-political factors;
8.4 Textile industry in 8.4.1 point out the location of textile industry in Pakistan; *
Pakistan 8.4.2 explain major features and products of Pakistan’s textile industry; *
8.8 Cement industry in 8.8.1 point out the location of cement industry in Pakistan; *
Pakistan 8.8.2 explain major features of development of Pakistan’s cement industry; *
8.10 Fertilizer industry in 8.10.1 point out the location of fertilizer industry in Pakistan; *
Pakistan 8.10.2 explain major features of development of Pakistan’s fertilizer industry; *
8.11 Other major industries 8.11.1 describe other major industries of Pakistan i.e. Pakistan machine tool *
of Pakistan factory, heavy mechanical complex, heavy foundry and forge, Karachi
shipyard and engineering works, other metal industries, consumers product
industries, basic food industries, moto-vehicle industry, small cottage
industries, miscellaneous industries.
9.2 Ports and trade centres 9.2.1 define ports and trade centre of the world; *
of world 9.2.2 describe the classification of ports; *
9.2.3 explain the factors effecting growth and development of ports; *
9.2.4 describe the essentials for a trade centre; *
9.2.5 analyze role and importance of trade in the modern world; *
9.2.6 list some of the important ports and trade centres of the world; *
9.2.7 define a sea port and its types; *
9.2.8 define and explain characteristics of a good sea port; *
9.2.9 explain the commercial importance of a sea port in the modern world; *
9.2.10 describe the importance of Suez canal and Panama canal in the world trade; *
9.3 Means of 9.3.1 define and explain different means of transportation in Pakistan; *
transportation in 9.3.2 point out the major roads and highways on the map of Pakistan; *
Pakistan 9.3.3 describe and explain the railway system of Pakistan; *
9.3.4 point out the major railway routes on the map of Pakistan; *
9.3.5 explain the function of seaport in Pakistan trade and commerce; *
9.3.6 explain the function of air routes in Pakistan’s trade. *
Class XII
Marks Total
No. of
Topic Multiple Constructed Extended
Topic Sub-
No Choice Response Response
Topic
Questions Questions Questions
1. Scope and Field 3
of Commercial
Geography 3 6 0 9
2. 3
Environment and
Human Activities
3. Live Stock and 5
Fishing
Activities
4. Natural 3
6 7 5 18
Vegetation or
Forestation
5. Agricultural 5
Activities
6. Water Resources 3
of the World
7. Mineral 3
Resources, 4 7 0 11
Energy
Resources and
their Resources
8. Manufacturing 11
and Industries 6 9 5 20
9. Transportation 3
and Trade
10. World 2
Population
Growth
3
6 5 6 17
11. Commercial
Geography of
Pakistan
Total 44 25 34 16 75
Topic Total
Topic Marks Distribution
No. Marks
Scope and Field of Commercial
1. MCQs 3 @ 1 Mark
Geography 9
CRQs 2 @ 3 Marks each
2. Environment and Human Activities
3. Live Stock and Fishing Activities MCQs 6 @ 1 Mark
CRQs 2 @ 3, 4 Marks
4. Natural Vegetation or Forestation 18
*ERQ 1 @ 5 Marks
5. Agricultural Activities Choose any ONE from TWO
6. Water Resources of the World
MCQs 4 @ 1 Mark
Mineral Resources, Energy 11
7. CRQs 2 @ 3, 4 Marks
Resources and their Resources
8. Manufacturing and Industries MCQs 6 @ 1 Mark
CRQs 3 @ 3 Marks each
20
*ERQ 1 @ 5 Marks
9. Transportation and Trade Choose any ONE from TWO
10. World Population Growth MCQs 6 @ 1 Mark
CRQ 1 @ 5 Marks
17
11. Commercial Geography of Pakistan *ERQ 1 @ 6 Marks
Choose any ONE from TWO
MCQs CRQs ERQs
Total Marks 75
25 34 16
* There will be TWO questions and the candidates will be required to attempt any
ONE by making a choice out of the TWO.
4.1 Table 1 indicates the number and nature of SLOs in each topic in class XII. This will
serve as a guide in the construction of the examination paper. It also indicates that
more emphasis has been given to understanding (55%) application and higher order
skills (14%) in class XII to discourage rote memorization. The same has been
reflected in table 1. (Do not translate directly into marks.)
4.3 In each class, the theory paper will be in two parts: paper I and paper II. Both papers
will be administrated within 3 hours.
4.4 Paper I theory will consist of 25 compulsory, multiple choice items. These questions
will involve four response options.
4.6 All constructed response questions will be in a booklet which will also serve as an
answer script.
5. Teaching–Learning Approaches and Classroom Activities
5.1 As AKU-EB syllabuses focus on understanding and higher order thinking skills,
teachers need to encourage activity and problem-based classroom practices.
5.2.1 Before starting any topic, teachers should give the relevant information from
that topic to build up and recall their previous knowledge if any.
5.2.2 Lecture should be well organised and completed within limited time period
with current and practical examples.
5.2.3 To understand the cognitive level of ongoing topics, teacher(s) should provide
hard copies of the syllabus to the students.
5.2.4 During lecture, teacher(s) should ask question randomly from the students to
assess whether the are understanding or not.
5.2.5 If a teacher feels that a student does not understand, the student should be
called to the board to clarify the concept. This will facilitate the student to
comprehend more accurately.
5.2.6 Encourage students to present selected and applied topics of the syllabus
5.2.7 Arrange educational trips to different organisations and institutes, i.e. banks
and financial institutions.
5.2.8 Assign tasks to the students to search relevant material from other sources, i.e.
library, internet and news papers etc.
5.2.9 Organise group discussions among students to share their views about current
topics.
Recommended Books
Reference Books
2. Fazle Karim Khan (2004). Pakistan Geography, Economy and people Oxford
University Press ISBN 0195798422
Reference Materials
Websites
The internet provides a vast amount of information from a wide range of sources including
businesses, trade associations and government. Search engines such as Google
(www.google.com), Yahoo (www.yahoo.com), and Ask Jeeves (www.ask.com) provide good
search facilities.
www.wikipedia.com
www.bicusa.org
www.elsevier.com
www.bis.org
www.biggerbooks.com
www.jstor.org
www.wikipedia.com
www.answer.com
www.britaniaca.com
www.encyclopedia.com
www.naturalencyclopedia.com
Knowledge:
This requires knowing and remembering facts and figures, vocabulary and contexts,
and the ability to recall key ideas, concepts, trends, sequences, categories, etc. It can
be taught and evaluated through questions based on: who, when, where, what, list,
define, describe, identify, label, tabulate, quote, name, state, etc.
Understanding:
This requires understanding information, grasping meaning, interpreting facts,
comparing, contrasting, grouping, inferring causes/reasons, seeing patterns,
organizing parts, making links, summarizing, solving, identifying motives, finding
evidence, etc. It can be taught and evaluated through questions based on: why, how,
show, demonstrate, paraphrase, interpret, summarise, explain, prove, identify the main
idea/theme, predict, compare, differentiate, discuss, chart the course/direction, report,
solve, etc.
Application:
This requires using information or concepts in new situations, solving problems,
organizing information and ideas, using old ideas to create new ones, generalizing
from given facts, analyzing relationships, relating knowledge from several areas,
drawing conclusions, evaluating worth, etc. It can be taught and evaluated through
questions based on: distinguish, analyse, show relationship, propose an alternative,
prioritize, give reasons for, categorize, illustrate, corroborate, compare and contrast,
create, design, formulate, integrate, re-arrange, reconstruct/recreate, re-organize,
predict consequences etc.
Knowledge:
Define (the term Only a formal statement or equivalent paraphrase is required.
or terms): No examples need to be given.
Understanding:
Compare: List the main characteristics of two entities clearly identifying
similarities (and differences).
Identify: Select the most appropriate from many possibilities on the basis
of relevant characteristics. It will not normally be expected that
the candidate justifies the choice unless specifically asked to do
so.
Point out: Pick out and recognise specific information from a given
content and/or situation.
Application:
Analyse: Use information to relate different features of the components of
specified material so as to draw conclusions about common
characteristics.
AKU-EB as a national board offers SSC and HSSC qualifications for both English and Urdu
medium schools. The revised HSSC Scheme of Studies issued by the Curriculum Wing was
implemented from September 2007. The marks allocated to subjects in the revised National
Scheme of Studies have been followed.
Marks
Subjects Medium
Theory Practical Total
English Compulsory-I 100 - 100 English
Urdu Compulsory-I OR Urdu
100 - 100
Pakistan Culture-I a English
Physics-I 85 15 100 English
Chemistry-I 85 15 100 English
Biology-I 85 15 100 English
Total: 455 45 500
Marks
Subjects Medium
Theory Practical Total
English Compulsory-II 100 - 100 English
Urdu Compulsory-II OR Urdu
100 - 100
Pakistan Culture-II a English
Islamiyat OR Ethics b 50 - 50 English / Urdu
Pakistan Studies 50 - 50 English / Urdu
Physics-II 85 15 100 English
Chemistry-II 85 15 100 English
Biology-II 85 15 100 English
Total: 555 45 600
a. Foreign students may opt for Pakistan Culture in lieu of Urdu Compulsory, subject to the Board’s
approval.
b. For non-Muslim candidates in lieu of Islamiyat.
Note: Pakistan Studies, Islamiyat / Ethics will be taught in Classes XI and XII, but the examination will
be conducted at the end of Class XII.
3
Government of Pakistan September 2007. Scheme of Studies for SSC and HSSC (Classes IX-XII). Islamabad: Ministry of Education,
Curriculum Wing.
a. Foreign students may opt for Pakistan Culture in lieu of Urdu Compulsory, subject to the Board’s
approval.
b. For non-Muslim candidates in lieu of Islamiyat.
Note: Pakistan Studies, Islamiyat / Ethics will be taught in Classes XI and XII, but the examination will
be conducted at the end of Class XII.
Note: Pakistan Studies, Islamiyat / Ethics will be taught in Classes XI and XII, but the examination will
be conducted at the end of Class XII.
a. Foreign students may opt for Pakistan Culture in lieu of Urdu Compulsory, subject to the Board’s
approval.
b. For non-Muslim candidates in lieu of Islamiyat.
Note: Pakistan Studies, Islamiyat / Ethics will be taught in Classes XI and XII, but the examination will
be conducted at the end of Class XII.